Year 7 student Ava focused on identifying and using literary devices like metaphor and personification in a page from *The Book Thief*, then created an original story applying these techniques.

Year 9 student Alex reviewed a General Maths assignment, practiced rearranging equations, and received feedback on an English assignment draft.

For primary, Year 4 student Jack worked through algebraic expressions—writing sums and solving with numerical substitution—and practiced daily sentence writing to improve handwriting.

A Year 11 student in Biology struggled to incorporate teacher feedback into a draft evaluation, hesitating to reorganise and clarify points despite step-by-step scaffolding. She tended to copy previous sentences instead of directly answering the revised question.

In Year 10 Maths, a student had difficulty distinguishing between method, results, and discussion sections when preparing an assignment report—this uncertainty slowed progress on upcoming assessments.

Meanwhile, a Year 4 learner repeatedly left homework materials at school and missed spelling practice; without these resources at home, daily routines were disrupted and spelling errors persisted into classwork.

In South Stradbroke, a tutor recently observed exceptional progress across several students. In Year 11, Holly took the initiative to contact her biology teacher for extra feedback and revision questions before an exam—something she hadn't done independently before—and her proactive approach paid off with an A on both assignments, exceeding her previous goals.

Meanwhile, Kirsty (Year 10) is now weaving literary devices into her creative writing without prompting; previously she'd struggled to engage readers but just achieved a 20/25 on her essay by leading with character development.

In Year 4, Jack surprised his tutor by timing himself during a compound words activity, completing it in under 16 seconds after initially hesitating to be timed at all.